Engineering Education in Americas
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 117, Issue 4
Abstract
The systems of engineering education in Latin America and the United States developed quite differently and have different strengths and weaknesses. The universities of Latin America tend to emphasize professional training, while those of the United States have emphasized research and a somewhat more investigative approach. Curricula, goals, and the duration of studies are substantially different, as are the composition and interests of the faculty. At present, educators and practicing engineers in both regions are critically evaluating their own programs and, in many cases, recommending changes directed toward correcting perceived deficiencies. Before either society adopts sweeping changes in its present system, it could profit by examining the experience of the other. In particular, the emphasis upon professionalism, which is common in Latin America and is often urged in the United States, may be seen to have served less well than the more theoretical approach of most U.S. programs.
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References
1.
Criteria for accrediting programs in engineering in the United States. (1989). Accreditation Board for Engineering and Technology, New York, N.Y.
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Directorio de programas de formatión en ingeniería sanitaria y ambiental en América Latinay el Caribe. (1987). Pan American Health Organization, Washington, D.C.
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Fromm, E., and Quinn, R. G. (1989). “An experiment to enhance the educational experience of engineering students.” Engrg. Education, 79(3), 424–429.
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Germani, G. (1979). “The professor and the cétedra.” The Latin American university, Joseph Maier and Richard W. Weatherhead, eds., University of New Mexico Press, Albuquerque, N.M., 205–217.
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Congora, M. (1979). “Origin and philosophy of the Spanish American university.” The Latin American university, Joseph Maier and Richard W. Weatherhead, eds., University of New Mexico Press, Albuquerque, N.M., 17–64.
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A national agenda for engineering education. (1987). American Society for Engineering Education, Washington, D.C.
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Winkel, B.J. (1989). An integrated first‐year curriculum in science, engineering and mathematics. Rose‐Hulman Institute of Technology, Terre Haute, Ind.
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Copyright © 1991 ASCE.
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Published online: Oct 1, 1991
Published in print: Oct 1991
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